tag:theconversation.com,2011:/global/topics/hsc-exams-12462/articlesHSC exams – The Conversation2020-11-05T19:06:58Ztag:theconversation.com,2011:article/1465722020-11-05T19:06:58Z2020-11-05T19:06:58ZCurious Kids: how can we concentrate on study without getting distracted?<figure><img src="https://images.theconversation.com/files/362834/original/file-20201012-20-wfc3qi.jpg?ixlib=rb-1.1.0&rect=97%2C135%2C4804%2C3493&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><blockquote>
<p><strong>How can we concentrate on a particular thing (like studies) without getting distracted? Melvina, aged 14</strong></p>
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<p><a href="https://theconversation.com/au/topics/curious-kids-36782"><img src="https://images.theconversation.com/files/291898/original/file-20190911-190031-enlxbk.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=90&fit=crop&dpr=1" width="100%"></a></p>
<p>Thanks for this great question, Melvina!</p>
<p>Many students are probably wondering the same thing as end-of-year assessments approach. </p>
<p>To concentrate best we need to resist distractions. To do this, it helps if you know what concentration looks like. </p>
<h2>What is concentration?</h2>
<p>When you concentrate, you direct or focus your thinking. Imagine your focus is like a torch beam. </p>
<p>This torch beam needs energy, which comes from your concentration. So we can think of concentration as the “mental energy” or “thinking petrol” your brain needs to focus. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/is-homework-worthwhile-120465">Is homework worthwhile?</a>
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<p>We know it’s important to concentrate to get the best results from a project or task. But, with distractions everywhere, we also know how hard it can be. </p>
<p>So what distractions should we look out for? </p>
<h2>Deal with physical distractions</h2>
<p>These are distractions in your environment. It’s a good idea to take steps to reduce them. </p>
<p>First, try to adjust the amount of light and noise to a level that works best for you.</p>
<p>This might mean getting rid of excessive background noise, or quietening it to a level that helps you concentrate. The level that works best for you depends on <a href="https://www.onlineschoolscenter.com/can-background-noise-actually-help-you-study-better/">your personality, the type of noise</a> and <a href="https://www.sciencedaily.com/releases/2019/10/191021093957.htm">how demanding the task you’re concentrating on is</a>.</p>
<p>When it comes to lighting, for most people, brighter <a href="https://journals.sagepub.com/doi/abs/10.1177/1477153512446099">white lighting helps concentration</a>. But, as with background sound, there’s <a href="http://education.olemiss.edu/download/Philips-Research.pdf">no single rule that works for everyone</a>. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/curious-kids-is-it-ok-to-listen-to-music-while-studying-125222">Curious Kids: is it OK to listen to music while studying?</a>
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<p>It can also help to keep your study space tidy and <a href="https://www.matrix.edu.au/creating-the-best-study-space-for-yourself/">remove any items that could distract you</a>, like your mobile phone. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Teenager covering ears while studying" src="https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=335&fit=crop&dpr=1 600w, https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=335&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=335&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=421&fit=crop&dpr=1 754w, https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=421&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=421&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Being in a noisy environment can make it tricky to concentrate, so try to study somewhere quiet.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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</figure>
<h2>Thoughts and feelings can be pretty distracting too</h2>
<p>If you find yourself thinking of things you’d rather be doing than the task at hand, take a moment to consider what you’ll do after you’ve completed the task, and how much more you’ll enjoy them because of what you’ve achieved.</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/curious-kids-why-does-english-have-so-many-different-spelling-rules-98831">Curious Kids: Why does English have so many different spelling rules?</a>
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</em>
</p>
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<p>Feelings can be pretty distracting too. </p>
<p>If you feel worried about how people will respond to what you produce, like an essay or presentation, you might be hesitant to get started. To manage this, try noting how a task or topic fits with what you already know, or remind yourself of a time you got through a similar task.</p>
<p>There are a few things you can do before, during and after a task to help too.</p>
<h2>How to manage distractions</h2>
<p>When you start a study session, it’s useful to:</p>
<ul>
<li><p>decide what you want to get from the activity. What will the outcome look like?</p></li>
<li><p>prepare by <a href="https://www.scholastic.com/parents/school-success/homework-help/study-skills-test-taking-tips/9-tips-creating-perfect-study-space.html">collecting all the materials you need for a task</a></p></li>
<li><p>set yourself up so you can see your computer screen or books without straining your body </p></li>
<li><p>remember what you already know about the topic or the task </p></li>
<li><p>plan the steps you could take to complete the task.</p></li>
</ul>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Teenage boy studying" src="https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">You’ll probably become distracted at some point during your study. That’s OK! Try your best to get back on track and recap what you’ve learnt toward the end of a task.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>As you work through the topic or the task, it’s helpful check your progress. Note what you’ve achieved so far. Are you moving towards your goal or do you need to change direction?</p>
<p>This helps you deal with distractions while you’re learning.</p>
<h2>How to beat distractions</h2>
<p>Towards the end of a task, review what you’ve learnt and store it in memory. This allows you to get around distractions that occurred during the learning. </p>
<p>Give this a go: </p>
<ul>
<li><p>say what you know now that you didn’t know earlier</p></li>
<li><p>say how your new understanding has changed or added to what you knew</p></li>
<li><p>feel positive about what you know now. Congratulate yourself on what your brain has done. The positive feeling helps you remember it better in the future</p></li>
<li><p>imagine yourself remembering and using the main ideas in the future.</p></li>
</ul>
<p>When you store your new understanding like this, you can use it more easily in the future to concentrate and to get around distractions. </p>
<hr>
<p><em>Hello, curious kids! Have you got a question you’d like an expert to answer? Ask an adult to send your question to <a href="mailto:curiouskids@theconversation.edu.au">curiouskids@theconversation.edu.au</a></em></p>
<hr><img src="https://counter.theconversation.com/content/146572/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>John Munro has in the past participated in ARC-funded research</span></em></p>To concentrate best, we need to resist distractions. It can help to set some goals and check your progress as you study.John Munro, Professor, Faculty of Education and Arts, Australian Catholic UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1254292019-10-21T19:00:28Z2019-10-21T19:00:28ZDon’t stress, your ATAR isn’t the final call. There are many ways to get into university<figure><img src="https://images.theconversation.com/files/297832/original/file-20191021-56194-25saqw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">More students get into university without having an ATAR than those with one.</span> <span class="attribution"><span class="source">from shutterstock.com</span></span></figcaption></figure><p>In a recent <a href="https://www.illawarramercury.com.au/story/6444222/hsc-well-wishes-atar-anxiety-affects-most/">nation-wide survey</a> by online tutoring company <a href="https://clueylearning.com.au/?utm_expid=.HwYk17uqRb-tUWLKjAcSJA.0&utm_referrer=https%3A%2F%2Fclueylearning.com.au%2Fblog%2F">Cluey Learning</a>, 75% of Australian senior students said their ATAR score would impact on the rest of their life. And more than 80% said a score under 60 would be detrimental to their life. </p>
<p>But here’s something Australians anxious about their senior exams might be surprised to know. More students are accepted into university without an Australian Tertiary Admission Rank (ATAR) – a number that indicates a student’s position relative to all students in their age group – than with one. </p>
<p>In 2018, around 279,000 people were made an <a href="https://docs.education.gov.au/node/51541">offer to study</a> at a higher education institution. Of those, more than half (around 163,000 or 58%) were accepted on criteria other than an ATAR.</p>
<p>This has been an ongoing trend for many years and it’s not limited to a few courses or universities. In 2018, more offers were made to no-ATAR students in all but three fields of study: medicine, engineering, and the natural and physical sciences. Even then, around two out of every five offers in those courses were made to no-ATAR applicants.</p>
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<iframe title="Proportion (%) of university offers, within course disciplines, made to students without an ATAR in 2018&nbsp;" aria-label="Column Chart" src="https://datawrapper.dwcdn.net/vTc7n/2/" scrolling="no" frameborder="0" style="border: none;" width="100%" height="500"></iframe>
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<p>So, if you don’t have an ATAR or you don’t score as highly as you’d hoped, here are some ways you can still get into a university course.</p>
<h2>1. Special consideration</h2>
<p>If factors such a physical or mental-health issues have significantly affected your Year 11-12 studies for an extended time, you may still be eligible for university. </p>
<p>Special consideration programs – such as the <a href="https://www.uac.edu.au/future-applicants/scholarships-and-schemes/educational-access-schemes/">Educational Access Schemes</a> in NSW or the <a href="http://www.vtac.edu.au/who/seas.html">Special Entry Access Scheme</a> in Victoria – allow students with a low ATAR or even no ATAR to apply for a course that may have an ATAR requirement they don’t meet. </p>
<p>These programs consider many things including financial hardship, excessive family responsibilities, refugee status or a school environment where you may not have thrived as well as you could have. </p>
<p>Assessments are made on a case-by-case basis. Depending on the course or university, individual student circumstances might be sufficient to grant them entry to one course but not another.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/dont-calm-down-exam-stress-may-not-be-fun-but-it-can-help-you-get-better-marks-124517">Don't calm down! Exam stress may not be fun but it can help you get better marks</a>
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</em>
</p>
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<h2>2. Alternative admissions tests</h2>
<p>If you never did Year 12, didn’t get the required ATAR (or any ATAR) or completed studies outside Australia, you can sit alternative exams that can generate an ATAR. </p>
<p>The most well-known is the Special Tertiary Admissions Test (<a href="https://stat.acer.org/">STAT</a>), developed by the Australian Council of Educational Research. As a general rule, you must be 18 years or over by a certain date in the year of admissions to use STAT results in your university application.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1184713632380121089"}"></div></p>
<p>Some alternative admission tests are designed specifically for degrees that require a very high ATAR, such as medicine. Many <a href="https://www.uow.edu.au/science-medicine-health/schools-entities/medicine/md/">universities</a> offer <a href="https://www.monash.edu/medicine/som/archive/non-pathway-applications">graduate</a> medicine and <a href="https://study.unimelb.edu.au/find/courses/graduate/doctor-of-dental-surgery/">dentistry courses</a> with varying requirements for entry. The basic criteria comprise an undergraduate degree and a certain mark in the Graduate Medical School Admissions Test (<a href="https://gamsat.acer.org">GAMSAT</a>).</p>
<h2>3. Enabling programs</h2>
<p>Also known as bridging or foundation programs, enabling programs are seen as alternatives to Year 12. They prepare you for an undergraduate course by providing academic and other skills necessary for university study. Programs range in length from four to 28 weeks and some are delivered online.</p>
<p>Enabling programs are generally free for Australian citizens and delivered by the university itself. Successfully completing an enabling program gains the student entry into a number of courses – though which ones differ between universities. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/if-you-have-a-low-atar-you-could-earn-more-doing-a-vet-course-than-a-uni-degree-if-youre-a-man-121624">If you have a low ATAR, you could earn more doing a VET course than a uni degree – if you're a man</a>
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<p>Most universities offer enabling programs. In 2017, almost 29,000 students were <a href="https://docs.education.gov.au/node/51321">enrolled in enabling programs</a> across more than 30 higher education institutions. Some give priority to people who have experienced financial or other disadvantage. Others are designed for specific groups, such as Aboriginal and Torres Strait Islanders. </p>
<p>There are also fee-paying foundation studies programs for students who are not eligible for a free place, such as international students.</p>
<h2>4. VET/TAFE studies</h2>
<p>Most students enrol in a vocational education and training (VET) course for its own value. But a VET program can be used similarly to an enabling program. A VET qualification can help meet university entry requirements and, in some cases, can get you credit towards the university degree. </p>
<p>Unlike enabling programs, VET is not free. But many VET courses and providers have access to <a href="https://www.studyassist.gov.au/vet-students/vet-student-loans">VET Student Loans</a>, similar to the HELP loans for university courses.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1184760182456217600"}"></div></p>
<p>A <a href="https://www.ncsehe.edu.au/wp-content/uploads/2016/07/Final-Pathways-to-Higher-Education-The-Efficacy-of-Enabling-and-Sub-Bachelor-Pathways-for-Disadvantaged-Students.pdf">2015 study</a> I participated in found disadvantaged students used the VET pathway more than the enabling pathway. However, a greater proportion of students in enabling pathways were satisfied with their pathway than VET students. </p>
<p>This was mostly the case when participants were asked to consider how well the pathway had prepared them for university.</p>
<h2>5. Portfolio entry</h2>
<p>A portfolio is a collection of evidence, examples or demonstrations of how prepared a student is for university study. Traditionally, portfolios were a requirement for entry to courses that needed specific skills, such as art or design. </p>
<p>Now, many universities are increasingly using portfolios to give students without an ATAR the opportunity to show they have the skills, motivations and commitment required for academic success.</p>
<p>Each university has its own way of determining what can be used in a portfolio and how the elements relate to each other. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/your-atar-isnt-the-only-thing-universities-are-looking-at-93353">Your ATAR isn't the only thing universities are looking at</a>
</strong>
</em>
</p>
<hr>
<h2>Which pathway is best for you?</h2>
<p>Ultimately, what pathway is best depends on you and your circumstances. The various pathways can make it confusing, a fact the government has recognised by implementing an <a href="https://www.education.gov.au/admissions-transparency-implementation-working-group-0">Admissions Transparency Implementation Working Group</a>. Some of the changes planned include requiring universities to provide information in a similar format and combining the five admission centre websites we have now into one national website. </p>
<p>In the meantime, these steps can help you make the right choice:</p>
<ul>
<li>decide which course you want to do</li>
<li>find out which universities offer the course – the best way to do this is through the relevant state’s admission centre (<a href="http://tisc.edu.au/static/home.tisc">WA</a>, <a href="https://www.satac.edu.au">SA and the NT</a>, <a href="https://vtac.edu.au">VIC</a>, <a href="https://www.uac.edu.au">NSW and the ACT</a>, <a href="https://www.qtac.edu.au/">QLD</a>, or for Tasmania the <a href="https://www.utas.edu.au/admissions?ppc=1">University of Tasmania</a>)</li>
<li>identify your preferred universities – it may help to use the national <a href="https://www.qilt.edu.au/">Quality Indicators in Learning and Teaching</a> resource, which provides information on things such as student experience and graduate employment</li>
<li>visit each university’s website and call them to find more specific information about: pathways you’re eligible for; what you need to provide or exams you need to sit; what support is available to help you prepare; and whether there are costs involved.</li>
</ul>
<hr>
<p><em>This article previously said more than half of applications offered a course in a higher education institution in 2018 had no ATAR. This has now been updated to say they were accepted using criteria other than an ATAR.</em></p><img src="https://counter.theconversation.com/content/125429/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Tim Pitman does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Universities are increasingly accepting more students into degree programs without an ATAR. Here are some of the most common ways in.Tim Pitman, Senior Research Fellow, Curtin UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/974412018-06-07T20:27:16Z2018-06-07T20:27:16ZExplainer: what’s the difference between formative and summative assessment in schools?<figure><img src="https://images.theconversation.com/files/222093/original/file-20180607-137309-1bx3631.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Both formative and summative assessments are important parts of a well-rounded assessment program.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>The recent Gonski <a href="https://docs.education.gov.au/system/files/doc/other/662684_tgta_accessible_final_0.pdf">report</a> argues Australia needs assessment and reporting models that capture both achievement progress and long-term learning progress. This, according to the review panel, involves low-stakes, low-key, and regular formative assessments to support learning progressions. The report used international <a href="https://grattan.edu.au/wp-content/uploads/2015/07/827-Targeted-Teaching.pdf">evidence</a> on individualised teaching to demonstrate ongoing formative assessment and feedback is fundamental to supporting students to do better in school. </p>
<p>The NSW Education Minister, Rob Stokes, has <a href="https://www.smh.com.au/education/naplan-is-being-used-abused-and-must-be-urgently-dumped-stokes-20180503-p4zd3z.html">called for</a> NAPLAN to be replaced in “haste” with less high stakes tests. Mark Scott, the secretary of the NSW Department of Education, echoed Stokes’ remarks. He <a href="http://www.abc.net.au/news/2018-05-29/naplan-will-look-a-little-dated-when-new-testing-catches-on/9796860">stated</a>: </p>
<blockquote>
<p>I think [NAPLAN] will become obsolete because the kinds of information that the new assessment schemes will give us will be richer and deeper and more meaningful for teachers, for parents and for education systems.</p>
</blockquote>
<p>So, what’s the difference between formative and summative assessment? And when should each be used? Formative and summative assessment have different purposes and <a href="http://gottesman.pressible.org/cjr2142/balanced-assessment-from-formative-to-summative">both have an important role to play</a> in a balanced assessment program.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/222094/original/file-20180607-137309-8bwo1n.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/222094/original/file-20180607-137309-8bwo1n.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/222094/original/file-20180607-137309-8bwo1n.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/222094/original/file-20180607-137309-8bwo1n.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/222094/original/file-20180607-137309-8bwo1n.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/222094/original/file-20180607-137309-8bwo1n.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/222094/original/file-20180607-137309-8bwo1n.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Formative assessments provide students with feedback and show where gaps in learning are.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<h2>Formative assessment</h2>
<p><a href="http://www.nuffieldfoundation.org/sites/default/files/files/beyond_blackbox.pdf">Formative assessment</a> includes a range of strategies such as classroom discussions and quizzes designed to generate feedback on student performance. This is done so teachers can <a href="https://www.tandfonline.com/doi/abs/10.1080/0969595980050104">make changes</a> in teaching and learning based on what students need. </p>
<p>It involves finding out what students know and do not know, and continually monitoring student progress during learning. Both teachers and students <a href="https://www.tandfonline.com/doi/abs/10.1080/0969594970040304">are involved</a> in decisions about the next steps in learning. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/marking-answers-with-a-tick-or-cross-wont-enhance-learning-48732">Marking answers with a tick or cross won't enhance learning</a>
</strong>
</em>
</p>
<hr>
<p>Teachers use the feedback from formative tasks to identify what students are struggling with and adjust instruction appropriately. This could involve re-teaching key concepts, changing how they teach or modifying teaching resources to provide students with additional support. Students also use feedback from formative tasks to reflect on and improve their own work. </p>
<p><strong>Regular classroom tasks, whether formal (for example, traditional pen and paper tests) or informal (such as classroom discussions), can be adapted into effective formative tasks by:</strong> </p>
<ul>
<li><p>making students aware of the learning goals/success criteria using rubrics and carefully tracking student progress against them </p></li>
<li><p>including clear instructions to guide students through a series of activities to demonstrate the success criteria. A teacher might, for example, design a series of activities to guide students through an inquiry or research process in science</p></li>
<li><p>providing regular opportunities for feedback from the teacher, other students or parents (this feedback may be face-to face, written, or online)</p></li>
<li><p>making sure students have opportunities to reflect on and make use of feedback to improve their work. This may involve asking students to write a short reflection about the feedback on their draft essay and using this to improve their final version.</p></li>
</ul>
<p><strong>There are many advantages of formative assessment:</strong></p>
<ul>
<li><p>feedback from formative assessment helps students become aware of any
gaps between their goal and their current knowledge, understanding, or skill</p></li>
<li><p>tasks <a href="https://www.tandfonline.com/doi/abs/10.1080/0969595980050104">guide students</a> through the actions necessary to hit learning goals </p></li>
<li><p>tasks encourage students to focus their attention on the task (such as undertaking an inquiry or research process) rather than on simply getting the right answer </p></li>
<li><p>students and teachers receive ongoing feedback about student progress towards learning goals, which enables teachers to adjust their instructional approach in response to what students need</p></li>
<li><p>students build their <a href="https://blogs.deakin.edu.au/innovation-in-psychology/wp-content/uploads/sites/24/2013/11/Nichol_2006.pdf">self-regulation skills</a> by setting learning goals and monitoring their progress towards them </p></li>
<li><p>results of formative assessments can also be used for grading and reporting.</p></li>
</ul>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/222095/original/file-20180607-137298-3lx69f.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/222095/original/file-20180607-137298-3lx69f.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/222095/original/file-20180607-137298-3lx69f.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/222095/original/file-20180607-137298-3lx69f.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/222095/original/file-20180607-137298-3lx69f.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/222095/original/file-20180607-137298-3lx69f.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/222095/original/file-20180607-137298-3lx69f.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Summative assessments are generally standardised and rarely provide feedback.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<h2>Summative assessment</h2>
<p>This includes end of unit examinations and the NSW <a href="http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/about-HSC">Higher School Certificate</a> (HSC) examination.</p>
<p><a href="https://www.tandfonline.com/doi/abs/10.1080/0969594970040304">Summative assessment</a> provides students, teachers and parents with an understanding of the pupil’s overall learning. Most commonly thought of as formal, time-specific exams, these assessments may include major essays, projects, presentations, art works, creative portfolios, reports or research experiments. These assessments are designed to measure the student’s achievement relative to the subject’s overall learning goals as set out in the relevant curriculum standards. </p>
<p>The design and goals of summative assessments are generally standardised so they can be applied to large numbers of students, multiple cohorts and time periods. <a href="https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=aer">Data collected</a> on individual student, cohort, school or system performance provides schools and principals with a tool to evaluate student knowledge relative to the learning objectives. They can also compare them with previous cohorts and other schools. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/evidence-based-education-needs-standardised-assessment-87937">Evidence-based education needs standardised assessment</a>
</strong>
</em>
</p>
<hr>
<p>The measurement and evaluation of student achievement this way <a href="https://au.sagepub.com/en-gb/oce/assessment-of-learning/book230814">gives us necessary information</a> about how we can continuously improve learning and teaching. </p>
<p>There are a number of <a href="https://books.google.com.au/books?id=wPSIAgAAQBAJ&pg=PP4&lpg=PP4&dq=Assessment+and+Examination+in+the+Secondary+School:+A+Practical+Guide+for+Teachers+and+Trainers:+Taylor+%26+Francis&source=bl&ots=_yQGqNq5D-&sig=O5QOjNDVJHnbvVnFseS3eEBuZ28&hl=en&sa=X&ved=0ahUKEwj72ZvBr7nbAhXSq5QKHYB7BdYQ6AEIPjAF#v=onepage&q=limitations&f=false">limitations</a> of summative assessment. While formative assessments usually provide feedback for the student to review and develop their learning, summative assessments are rarely returned to students. When assessments provide only a numerical grade and little or no feedback, as the NSW HSC does, it’s hard for students and teachers to pinpoint learning needs and determine the way forward. </p>
<p>Additionally, being a form of “high stakes” assessment, results may be perceived as a way of ranking students. For high achieving students there is recognition and reward, while for the lower performing students there is potential embarrassment and shame. Neither of these things should be associated with an equal opportunity education system. </p>
<hr>
<p><em>The author would like to acknowledge the work of David McDonald, a PhD student at Macquarie University in assessment, in writing this article.</em></p>
<hr><img src="https://counter.theconversation.com/content/97441/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Rod Lane does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>There are benefits and drawbacks to both formative and summative assessment. Both are important parts of a rigorous assessment program.Rod Lane, Senior Lecturer in Educational Assessment, Macquarie UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/741512017-03-08T19:24:54Z2017-03-08T19:24:54ZSelective schools increasingly cater to the most advantaged students<figure><img src="https://images.theconversation.com/files/159887/original/image-20170308-27341-7tnaeh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">How accessible really are selective schools?</span> <span class="attribution"><span class="source">from www.shutterstock.com</span></span></figcaption></figure><p>This week in New South Wales, thousands of Year 6 students will sit the selective schools test, hoping to gain entry to one of these top performing high schools.</p>
<p>In 2016, selective schools made up <a href="http://www.smh.com.au/national/education/hsc-results-2016-james-ruse-agricultural-high-school-tops-the-hsc-for-the-21st-year-running-20161215-gtbnwa.html">eight of the top ten schools</a> in the Higher School Certificate (HSC) leaderboard. </p>
<p>This is not surprising, as selective schools are government schools designed to cater for gifted and talented students with superior academic ability and high classroom performance.</p>
<p>Unlike other government schools, they are unzoned, so students can apply regardless of where they live. </p>
<p>But these public schools are increasingly bastions of inequality, rather than simply havens for the gifted and talented.</p>
<p>Figures from the government’s <a href="https://www.myschool.edu.au/">MySchool website</a> show that in NSW, selective high schools are among the most socio-educationally advantaged in the state, surpassing even prestigious private schools. </p>
<p>MySchool compiles an Index of Community Socio-Educational Advantage (ICSEA) for each school, taking into account parents’ education and occupation, the school’s geographic location and proportion of Indigenous students. </p>
<h2>Recruitment breakdown</h2>
<p>Among Sydney’s 16 fully selective schools in 2015, 50% scored 1200 or more in the ICSEA (the national average is 1000). </p>
<p>James Ruse Agricultural High School, NSW’s top school for the last 21 years, came in at 1262. </p>
<p>By comparison, among the 20 top performing private schools in Sydney (as measured by 2016 HSC results), only 30% had an ICSEA of 1200 or more.</p>
<p>Only one private school, Sydney Grammar, outstripped James Ruse, with an ICSEA of 1303. </p>
<p>The levels of advantage within selective schools are perhaps even more stark when we compare the students falling within the top quarter of socio-educational advantage (Q1) with those in the bottom quarter (Q4). </p>
<p>As the chart below shows, in 2015, an average of 74% of students in Sydney’s selective schools were drawn from the most advantaged quarter, compared to only 2% from the bottom quarter. </p>
<p>More than half (56%) of Sydney’s selective schools had no students at all from the lowest quarter in 2015. </p>
<p>What’s more, this inequality has grown noticeably in just five years, with 2010 figures showing a (slightly) more balanced distribution. </p>
<p>On average 60% of selective school students came from the highest quarter, while 9% were from the lowest. </p>
<p>There is no stipulation in NSW around the proportion of students selective schools can accept from a single postcode. There are also no diversity benchmarks that these schools must meet.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/159888/original/image-20170308-27373-14bm591.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/159888/original/image-20170308-27373-14bm591.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=459&fit=crop&dpr=1 600w, https://images.theconversation.com/files/159888/original/image-20170308-27373-14bm591.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=459&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/159888/original/image-20170308-27373-14bm591.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=459&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/159888/original/image-20170308-27373-14bm591.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=577&fit=crop&dpr=1 754w, https://images.theconversation.com/files/159888/original/image-20170308-27373-14bm591.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=577&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/159888/original/image-20170308-27373-14bm591.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=577&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption"></span>
<span class="attribution"><span class="source">MySchool.edu.au</span>, <span class="license">Author provided</span></span>
</figcaption>
</figure>
<h2>Is this happening in other states too?</h2>
<p>There are signs that other states are moving towards the NSW model. </p>
<p>Victoria now has four selective schools, whose enrolments are similarly polarised, though not to the same extent as in NSW. </p>
<p>As the chart below shows, in 2015, an average of 62% of students were drawn from the most advantaged quarter, up from 51% in 2010. Only 5% were drawn from the lowest quarter in 2015, down from 12% five years earlier. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/159889/original/image-20170308-27338-r51qb5.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/159889/original/image-20170308-27338-r51qb5.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=482&fit=crop&dpr=1 600w, https://images.theconversation.com/files/159889/original/image-20170308-27338-r51qb5.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=482&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/159889/original/image-20170308-27338-r51qb5.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=482&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/159889/original/image-20170308-27338-r51qb5.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=605&fit=crop&dpr=1 754w, https://images.theconversation.com/files/159889/original/image-20170308-27338-r51qb5.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=605&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/159889/original/image-20170308-27338-r51qb5.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=605&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption"></span>
<span class="attribution"><span class="source">MySchool.edu.au (2012 figures were used for Suzanne Cory High School as this was the year the school was established</span>, <span class="license">Author provided</span></span>
</figcaption>
</figure>
<h2>Schools should select regardless of background</h2>
<p>As public schools designed to cater for gifted and talented students, selective schools should be accessible to high achievers regardless of family background. </p>
<p>The MySchool figures raise serious questions about how accessible or meritocratic selective schools really are. </p>
<p>They have become more inaccessible in recent years, almost completely so to the most disadvantaged groups.</p>
<h2>Tutoring</h2>
<p>Entry to selective schools is becoming increasingly competitive, with <a href="http://www.tandfonline.com/doi/abs/10.1080/01596306.2015.1061976?journalCode=cdis20">growing evidence</a> that success is reliant on months or years of training through academic tutoring centres. Sometimes this begins in early primary school. </p>
<p>In <a href="https://www.theguardian.com/commentisfree/2016/oct/27/hothoused-and-hyper-racialised-the-ethnic-imbalance-in-our-selective-schools">my research</a> with students and families in selective schools in Sydney, interviewees explained that many tutoring centres offered programs specifically focused on the selective schools test. </p>
<p>This kind of academic tutoring, designed solely to improve students’ test-taking skills, is quite a different phenomenon to the traditional tutoring undertaken by those who might be struggling in a particular subject area.</p>
<p>Academic tutoring is particularly popular among East and South Asian migrants to Australia, who are often <a href="https://theconversation.com/behind-singapores-pisa-rankings-success-and-why-other-countries-may-not-want-to-join-the-race-70057">accustomed to the practice</a> in their home countries. </p>
<p>As a result, selective schools, as well as being increasingly dominated by the socially advantaged, are also now dominated by students from Language Backgrounds Other Than English (LBOTE). </p>
<p>In both Sydney and Melbourne, LBOTE enrolments make up more than 80% of the school community in virtually all selective schools. At James Ruse, the figure was 97% in 2015. I have <a href="https://www.theguardian.com/commentisfree/2016/oct/27/hothoused-and-hyper-racialised-the-ethnic-imbalance-in-our-selective-schools">previously analysed</a> some of the social implications of this ethnic imbalance, from self-segregation in the playground to hostility from Anglo-Australian parents who accuse Asian-Australians of “gaming the system”.</p>
<p>The demographic profile of selective schools therefore reflects Australia’s skilled migration policy, which overwhelmingly selects highly educated, professional migrants. </p>
<p>These middle-class migrants, keen to see their kids do well, but also anxious about their place in a new society, have sometimes been unfairly demonised as <a href="https://theconversation.com/from-tiger-to-free-range-parents-what-research-says-about-pros-and-cons-of-popular-parenting-styles-57986">“tiger parents”</a>. But their behaviour is a logical response to Australian education policies that increasingly emphasise competition and schooling hierarchies.</p>
<p>Ultimately, most students sitting for the selective schools test this week will be unsuccessful in securing a place. And based on current trends, we can confidently predict who will be successful: the majority will come from the most advantaged groups in our society, often from Asian migrant families. Virtually none will be from the most disadvantaged groups. </p>
<p>Selective schools were set up to provide opportunities to the gifted and talented, not just the wealthy, gifted and talented.</p><img src="https://counter.theconversation.com/content/74151/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Christina Ho has previously received funding from the Australian Research Council. </span></em></p>Analysis of MySchool data shows that selective public schools are selecting fewer students from the most disadvantaged backgrounds, thus worsening inequality in the school system.Christina Ho, Senior Lecturer & Discipline Coordinator, Social & Political Sciences, University of Technology SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/468122015-09-10T20:09:05Z2015-09-10T20:09:05ZStudy confirms HSC exams source of major stress to adolescents<figure><img src="https://images.theconversation.com/files/93395/original/image-20150831-13172-1uwxc6n.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Exams place an inordinate amount of stress on students</span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/stanfordedtech/8031101633/">Flickr/Ed Tech Stanford University</a>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span></figcaption></figure><p>Year 12 is a highly stressful time for many students. Regular reports describe the Higher School Certificate (HSC) as a “<a href="http://www.dailytelegraph.com.au/news/nsw/top-marks-in-hsc-stress/story-fni0cx12-1226720468693">taxing</a>” experience or “<a href="https://www.det.nsw.edu.au/media/downloads/reviews/hscwhite.pdf">a blood sport</a>”, with <a href="http://www.smh.com.au/national/education/cheating-endemic-in-nsw-high-schools-20150507-ggw8h9.html">cheating “endemic”</a>. The exams test knowledge and skills – but do they also test the ability of young people to cope with stress?</p>
<p>A recent study by the <a href="http://www.education.arts.unsw.edu.au/">UNSW School of Education</a> shows us what teachers, students and their parents have long known, despite limited research in this area: Year 12 can be highly stressful for students. This research aimed to identify some of the causes and effects of pressure on Australian Year 12 students, and what we could do to support students to handle their feelings of stress and anxiety.</p>
<h2>Academic pressure and high-stakes assessment</h2>
<p>Major school assessments like the HSC are classed as <a href="https://books.google.com.au/books?id=F-luAgAAQBAJ&printsec=frontcover#v=onepage&q&f=false">high-stakes assessments</a>, where the results of exams could have major consequences for the student. In Australia, student performance in Year 12 determines university entry, which means marks <a href="http://www.natsem.canberra.edu.au/storage/AMP.NATSEM%2032%20Income%20and%20Wealth%20Report%20-%20Smart%20Australians.pdf">might determine career paths and earning potential</a>.</p>
<p>Students can feel <a href="http://www.apa.org/science/about/psa/2011/09/academic-stress.aspx">academic pressure</a> when the perceived level of expectation or consequence exceeds what they believe they can achieve. This can lead to stress and altered learning behaviours. Even worse, it can make the <a href="https://books.google.com.au/books?id=PJP9W9X2NGQC&hl=en">smartest students do poorly on their exams</a>.</p>
<p>Two decades ago in NSW, the final exams solely determined a student’s HSC result. <a href="https://www.det.nsw.edu.au/media/downloads/reviews/hscwhite.pdf">A government review</a> cited concerns over the levels of stress and pressure faced by students in their final exams. Instead, assessments were then spread across the entire Year 12 course so that all class tests and school exams counted.</p>
<p>While this reduced the pressure caused by the final exams alone, it also stretched the students’ pressure over a longer period, turning a frantic sprint to the finish into <a href="http://www.dailytelegraph.com.au/hsc-hell-has-kids-at-breaking-point/story-e6frewti-1111116508591">a high-stress marathon</a>.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/93396/original/image-20150831-13151-1mb9dcz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/93396/original/image-20150831-13151-1mb9dcz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/93396/original/image-20150831-13151-1mb9dcz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/93396/original/image-20150831-13151-1mb9dcz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/93396/original/image-20150831-13151-1mb9dcz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/93396/original/image-20150831-13151-1mb9dcz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/93396/original/image-20150831-13151-1mb9dcz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/93396/original/image-20150831-13151-1mb9dcz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Enough to strike fear into the hearts of many.</span>
<span class="attribution"><span class="source">from www.shutterstock.com</span></span>
</figcaption>
</figure>
<h2>What does the research say?</h2>
<p>A survey of Year 12 students from a range of schools in Sydney did not paint a happy picture of life for the students. Of the 722 students surveyed, 42% registered high-level anxiety symptoms, high enough to be of clinical concern. This proportion is nearly double the population norm and larger than <a href="http://www.dailytelegraph.com.au/hsc-hell-has-kids-at-breaking-point/story-e6frewti-1111116508591">earlier studies</a>.</p>
<p>Of the total survey group, 16% of students reported extremely severe levels of anxiety, while 37% registered above-average levels of stress. Stress, anxiety and pressure levels were highest amongst girls, and higher still in gifted girls. These findings were consistent across a range of cultural groups, contrary to the <a href="http://www.smh.com.au/good-weekend/testing-times-selective-schools-and-tiger-parents-20150108-12kecw.html">Asian-background pressure stereotype</a>.</p>
<p>Students reported academic pressure levels that were similar to <a href="http://eprints.qut.edu.au/53372/3/Sun_Jiandong__Thesis.pdf">studies completed in Asian schools</a>. In general, 54% of students felt that too much was expected of them in Year 12. The main causes of pressure identified were workload (50%), expectations to perform (26%) and importance of exams (22%). Although average pressure levels between groups were similar, pressure was a stronger statistical predictor of stress and anxiety in gifted students.</p>
<p>Where does this pressure and expectation come from? Students identified themselves as the greatest source of pressure (44%), with family (35%) and the school or teachers (21%) as the other main sources. More gifted students (47%) than their average-ability peers (24%) identified their own internal pressure as the strongest source of pressure.</p>
<p>It is the impact of pressure, however, that is most concerning, as 44% described being <a href="https://www.apa.org/helpcenter/stress-signs.aspx">regularly agitated, irritable or nervous</a>. A further 19% cited physical symptoms of nausea or fatigue. </p>
<p>When pressure was high, 41% of students attempted more hours of study and 35% reported working harder. Not all students coped well – 32% reported an increase in procrastination and 14% became more competitive with their friends, with higher levels of both for gifted students. </p>
<p>As is expected, students <a href="http://onlinelibrary.wiley.com/doi/10.1111/j.2044-8279.2010.02012.x/abstract">became more result-focused</a>, prioritising the outcome of tests over the process of learning, or simply <a href="https://www.psychologytoday.com/blog/choke/201205/why-fearing-failure-begets-failure">feared failure</a>.</p>
<h2>How to relieve some of the stress on students</h2>
<p>So, what can parents, teachers, schools and the students themselves do about this? Here are a few suggestions based on the study’s findings:</p>
<ul>
<li><p>Balance is critical in supporting high academic performance. Adequate regular <a href="https://theconversation.com/au/topics/exam-guide">sleep, exercise and relaxation</a> time are all more important than that extra hour of study.</p></li>
<li><p>Teachers were described as helping by <em>not</em> constantly mentioning the exams: they instead alleviated pressure by focusing on the fun and interesting parts of learning. <a href="http://onlinelibrary.wiley.com/doi/10.1080/01411920310001630008/citedby">An earlier study into teachers whose students achieved top marks in Year 12</a> found the teachers were able to blend serious exam preparation with fun and mastery-based approaches to learning – and their students did better in their exams.</p></li>
<li><p>Many students understood all too well that “everything counts” in their study, and were frustrated when teachers and parents tried to remind them of this - often repeatedly.</p></li>
<li><p>Some students described great programs run by their school – <a href="http://www.aare.edu.au/data/publications/2003/mar03770.pdf">building resilience</a>, courses in relaxation and yoga, sessions on effective coping, learning to identify when stress and anxiety become problematic, as well as the usual lessons in study skills and organisation.</p></li>
</ul><img src="https://counter.theconversation.com/content/46812/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Ben North is a PhD candidate in the School of Education at UNSW Australia, and also works for the New South Wales Department of Education as a secondary school Head Teacher.</span></em></p><p class="fine-print"><em><span>Susen Smith is a Senior Lecturer in the School of Education, GERRIC, UNSW Australia.</span></em></p><p class="fine-print"><em><span>Miraca Gross does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>A recent study by the UNSW School of Education shows us what teachers, students, and their parents have long known, despite limited research in this area – Year 12 can be highly stressful for students.Ben North, PhD Candidate in Education; Head Teacher (Secondary), UNSW SydneyMiraca Gross, Emeritus Professor Miraca Gross, UNSW SydneySusen Smith, Senior Lecturer in Gifted & Special Education, GERRIC Senior Research Fellow, UNSW SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/317762014-10-07T04:22:44Z2014-10-07T04:22:44ZHSC exam guide: how to use music to prepare for exams<figure><img src="https://images.theconversation.com/files/59475/original/457g5f35-1411086466.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Music can help if you're pulling a late-night study session.</span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/carolynwill/3186072283/in/photostream/">Carolyn Williams/Flickr</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>Students, the impending horror of exams is nearly upon you. But music can help you out. To put it simply, turn to tunes to terminate the terror of term-time. As with so many psychological phenomena that have both a cognitive and an emotional component, music can help you to think and feel better during what many regard as the low point of their time on this earth.</p>
<h2>Will music help me study?</h2>
<p>What determines whether music helps or hinders studying is how much physiological <a href="http://www.researchgate.net/publication/12573161_Musical_preferences_during_and_after_relaxation_and_exercise">arousal</a> it produces. As music gets louder, faster or more raucous it creates more arousal: think hard rock, heavy dance beats and machine-gun rapping styles.</p>
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<iframe width="440" height="260" src="https://www.youtube.com/embed/VXhryz5DAzg?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Loud rock or dance music can interrupt your focus.</span></figcaption>
</figure>
<p>Similarly, if the music is unfamiliar to you, then your brain has to devote more processing resource to listening to it. This reduces the amount of attention you can pay to the books. Conversely, music is less arousing if it is slow, smooth and steady, and it also places a lower demands on your brain if you know it well already.</p>
<p>So how does this influence your ability to study? The simple answer is that it depends on the nature of what you’re doing. </p>
<p>If the material you are trying to learn is difficult or requires close attention to detail, give music a miss. Any music you hear will reduce the processing capacity available to your brain to deal with your school work, make it difficult for you to concentrate and lead to errors. The more arousing the music, the more detrimental the effect.</p>
<p>However, if what you are trying to learn is repetitive or boring, then listening to some arousing music could give you just the lift you need to stay on-task. Similarly, if you’re pulling a late-night cramming session, then you’ll be sleepy and so music might just keep your brain running at optimum speed.</p>
<h2>Preparing for exams is an emotional time</h2>
<p>Preparing for exams is just as much an emotional task as an intellectual one, and music can help here also. Everyone needs down time and so you can of course listen to music to have some fun or get rid of some frustration at the end of the day. </p>
<p>You could also pick up your phone or laptop and compose some music. The escape and emotional release will soon help you to remember that before you know it the exams will be a distant memory and you’ll be outside again with your mates in the summer sunshine.</p>
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<iframe width="440" height="260" src="https://www.youtube.com/embed/yWeuUwpEQfs?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Don’t panic: calm, familiar music can help soothe pre-exam nerves.</span></figcaption>
</figure>
<p>Music might also be able to help you on the day of the exam, so take your music player with you to the exam venue. <a href="http://www.ncbi.nlm.nih.gov/pubmed/10301218">Research</a> carried out in dentists’ waiting rooms shows the dramatic effect that music can have in alleviating anxiety about imminent nerve-wracking events. It reduces levels of the stress hormone cortisol and lets you go into the exam itself with a clearer head: if you’re super-nervous, then listen to some low arousal music and focus on the music itself in order to distract yourself. If instead you’re coming to the exam on the back of a sleepless night, then listen to some arousing music to wake yourself up. </p>
<p>We also know that you will more effectively <a href="http://www.ncbi.nlm.nih.gov/pubmed/11495110">recall</a> the material you have been revising if you can simulate the context in which you learned it initially. If you listened to a lot to a particular artist while you were revising, then listen to them again immediately outside the exam hall: this context should help you remember the material you have been cramming.</p>
<h2>Make a study playlist</h2>
<p>You can also get a lot of help from all that software that came bundled with your phone and laptop. Prepare your playlists now and turn shuffle on if you need to boost your arousal or off if you want to minimise distraction. </p>
<p>If you’re using Spotify, iTunes Radio or something similar, then in order to keep your focus on the revision you should set the preferences for only a low level of discovery and turn off Facebook notifications. If you need a boost, then turn up the level of discovery (but remember: keep Facebook turned off).</p>
<hr>
<p><em>This is part of The Conversation’s <a href="https://theconversation.com/au/topics/exam-guide">Exam Guide</a>. Read the other pieces in the series <a href="https://theconversation.com/au/topics/exam-guide">here</a>.</em></p><img src="https://counter.theconversation.com/content/31776/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Adrian North has received funding for research related to this topic from the Australian Research Council, the Leverhulme Trust, PRS for Music, and R&R Music.</span></em></p>Students, the impending horror of exams is nearly upon you. But music can help you out. To put it simply, turn to tunes to terminate the terror of term-time. As with so many psychological phenomena that…Adrian North, Head of School of Psychology and Speech Pathology, Curtin UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/314762014-10-01T19:40:49Z2014-10-01T19:40:49ZHSC exam guide: maximising study and minimising stress<figure><img src="https://images.theconversation.com/files/60219/original/54yyzvb4-1411951584.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Start by studying in 20 minute blocks and resting for 5-10 minutes in between. </span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=93227845&size=huge&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMTk4MDM1MCwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfOTMyMjc4NDUiLCJwIjoidjF8MTAxMjc1ODh8OTMyMjc4NDUiLCJrIjoicGhvdG8vOTMyMjc4NDUvaHVnZS5qcGciLCJtIjoiMSIsImQiOiJzaHV0dGVyc3RvY2stbWVkaWEifSwiQ1lzbjBvclN3SlpuM3pHdTg0UHdYVytKME9rIl0%2Fshutterstock_93227845.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=ma2WKv4mealyAslu8A8a_w-1-48">Shutterstock</a></span></figcaption></figure><p>Understanding and managing what contributes to good performance is essential to reduce stress levels for exams. Preparation is the key to performance. This must start early, allowing time to build confidence with the subject matter and assist your memory recall.</p>
<p>To perform well in exams you need to think about “training” a range of skills. These include good study techniques, distraction control, persistence, discipline, positive self-talk, good time management and emotional management, productive sleep and enough rest.</p>
<h2>Getting organised</h2>
<p>To begin: set up your study space, organise your study materials, turn off your phone and hide social media. Next, review the subject outline and any previous exams your teacher has provided for you or that are online.</p>
<p>You will feel less anxious at exam time if you have practised writing and reviewing essays, short answers and multiple-choice tests. If you are not used to writing for long periods of time with a pen, then practise this skill as well. </p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=900&fit=crop&dpr=1 600w, https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=900&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=900&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1130&fit=crop&dpr=1 754w, https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1130&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1130&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">You wouldn’t run a marathon without prior preparation.</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=89944843&size=medium&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMTk4MTAxMSwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfODk5NDQ4NDMiLCJwIjoidjF8MTAxMjc1ODh8ODk5NDQ4NDMiLCJrIjoicGhvdG8vODk5NDQ4NDMvbWVkaXVtLmpwZyIsIm0iOiIxIiwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCJQRjhZRkU2K1ZZSVR1c1FmbmhJeUVRWThrRWsiXQ%2Fshutterstock_89944843.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=OhbU2lqD8nk-HV0PTeg79w-1-104">Shutterstock</a></span>
</figcaption>
</figure>
<p>To reduce stress, be prepared and work out a schedule so you can get through the reading and research. Don’t just wade through piles of study notes.</p>
<p>Think about it like this: if you were planning to run a marathon, you wouldn’t wait until a couple of days before to start preparing. Developing a plan will give you a feeling of being in control as you progress towards your goals; you need to invest time and effort, just like the marathon runner. </p>
<p>A well-structured daily schedule will help you to balance study, work, exercise, nutrition and recreation. </p>
<p>When planning, think about the best time of the day/night for study. What does your body clock tell you about your peak performance times? Set these times for the subjects you find more difficult. Cluster your subjects so you have two subjects a day. </p>
<h2>Being nice to your brain</h2>
<p>How long can you concentrate without getting distracted? Start small with 20-minute chunks of study time and build up to longer periods. Then reward yourself: do some stretches, take a power nap or a 5-10 minute walk - this will rest your mind. Then get back to it! </p>
<p>Repeat this process for two hours. After two hours, it is important to give your brain incubation time. Take a 30-minute break, have some fun as a reward and enjoy a healthy snack like berries, bananas, apples or even dark chocolate - it’s rich in flavonoids and helps improve blood flow to the brain and boost cognitive skills. </p>
<p>Set a timer for these reward times to remind you the 30 minutes of fun is over and get back to studying for another two hours. Discipline is a habit, developed using positive self-talk to constantly remind yourself of your end goal. If you don’t practise you can’t run the marathon! </p>
<p>It is important to link what you already know about the subject to the knowledge you’re acquiring through study. This will aid memory retention and retrieval. Then use different modes of learning: read out loud; make colourful diagrams or mind maps; develop concise dot-point revision notes, voice record and listen back to your notes, or watch recommended talks or programs that reinforce material you are studying. </p>
<h2>Study buddies</h2>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=900&fit=crop&dpr=1 600w, https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=900&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=900&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1130&fit=crop&dpr=1 754w, https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1130&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1130&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Group study can combat boredom.</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=169732052&size=medium&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMTk4MTI3MCwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMTY5NzMyMDUyIiwicCI6InYxfDEwMTI3NTg4fDE2OTczMjA1MiIsImsiOiJwaG90by8xNjk3MzIwNTIvbWVkaXVtLmpwZyIsIm0iOiIxIiwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCJHUWdxdFQybDF4Y2xBUGhXemJOVGNGWk9TSWciXQ%2Fshutterstock_169732052.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=NIr2P_DeBLLuI71hSHWPEA-1-6">Shutterstock</a></span>
</figcaption>
</figure>
<p>Studying alone can get boring and monotonous. A study group has a positive social aspect, which can make you feel more confident and comfortable about studying. Typically comprised of four to six students, a study group can offer the opportunity to engage in a more in-depth discussion with your peers. </p>
<p>Sharing information can reduce procrastination, keep you active and make you less likely to put off studying. Hearing perspectives from study group members who reason differently from you enhances critical thinking skills, as we all learn in different ways. </p>
<h2>Does cramming work?</h2>
<p>Reading your notes or essays the night before your exam is not the best type of study. You need to spend time thinking about the materials you have been reading, and connecting it to what you already know using your critical thinking skills. This doesn’t happen overnight, but it will make the retrieval of your knowledge much easier in the exam.</p>
<p>Mind map or list the important concepts and key topics. Read what you did wrong in your formative assessments and think about how you could have done better. Test your knowledge, think up an essay question and write an essay plan and check it against the key concepts.</p>
<p>Critical thinking can’t only begin the night before. This is a process that takes time and hopefully this process has been taking place all year.</p>
<hr>
<p><em>Gia Shoobridge also contributed to this article.</em></p><img src="https://counter.theconversation.com/content/31476/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Understanding and managing what contributes to good performance is essential to reduce stress levels for exams. Preparation is the key to performance. This must start early, allowing time to build confidence…Diane Phillips, Lecturer and PhD Candidate, University of CanberraTanya Lawlis, Assistant Professor in Food Science and Nutrition, University of CanberraVicki De Prazer, Counsellor, University of CanberraLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/315532014-09-30T02:45:43Z2014-09-30T02:45:43ZHSC exam guide: how to help your kids through this stressful time<figure><img src="https://images.theconversation.com/files/59743/original/j53kzsk9-1411434454.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Final school exams will likely be the most stressful time in your child's life to date. How can you help them out?</span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=84250468&size=medium&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMTQ2MzIyMSwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfODQyNTA0NjgiLCJwIjoidjF8MTAxMjc1ODh8ODQyNTA0NjgiLCJrIjoicGhvdG8vODQyNTA0NjgvbWVkaXVtLmpwZyIsIm0iOiIxIiwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCJBUzJPM3ZxcDJVVVlWUmQzZEpKNzFINGRmaUUiXQ%2Fshutterstock_84250468.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=ma2WKv4mealyAslu8A8a_w-1-26">Shutterstock</a></span></figcaption></figure><p>Final exams are a nightmare for most year 12 students, but crucial given they are decisive in getting into university. The period of preparation can be painful and hard. Students spend many hours studying and experiencing outstandingly high levels of stress and anxiety.</p>
<p>There are ways parents and teachers can help diffuse some of the stress during this time, and things to look out for if your child is experiencing high levels of stress or anxiety.</p>
<h2>Don’t ignore your children’s basic needs</h2>
<p>It is very common that students try to study all day and night, often sleeping only just a few hours, eating too much or skipping meals. However, healthy nutrition, sleep and breaks for rest and leisure time are indispensable for their physical and mental health.</p>
<p>Academic stress can <a href="http://psycnet.apa.org/journals/hea/22/4/362/">increase unhealthy dietary habits</a> such as less fruit and vegetable intake, more snacking and a reduced likelihood of <a href="http://onlinelibrary.wiley.com/doi/10.1111/j.1746-1561.2005.tb06674.x/abstract">eating a healthy breakfast</a>, as well as leading students to <a href="http://www.sciencedirect.com/science/article/pii/0022399996000955">be less physically active</a> every day.</p>
<p>Make sure your kids eat healthy food regularly. A breakfast full of high-fibre and nutrient-rich whole grains, fruits and dairy calcium-rich products <a href="http://www.sciencedirect.com/science/article/pii/S0002822305001513">is considered fundamental</a> for better cognitive function in regard to memory and academic performance.</p>
<p>Having a <a href="http://learnmem.cshlp.org/content/12/1/44.short">good sleep during the night</a> as well as <a href="http://www.sciencedirect.com/science/article/pii/S1074742706000347">daytime naps</a>, for perhaps one hour a day between studying and testing, helps consolidate memories and enhance attention and learning. It is recommended that adolescents sleep around <a href="http://www.sciencedirect.com/science/article/pii/S1054139X1000145X">eight to ten hours a night</a>.</p>
<p>Breaks and active leisure activity should be included in a students’ daily program. Short half-hour to one-hour breaks during study are good for the memory.</p>
<p>Unfortunately, some students study more than 14 hours per day during exam preparation, skipping sleep and free time. <a href="http://link.springer.com/article/10.1023/A:1005160717081">It is advisable</a> that adolescents devote about 25% of their waking hours to homework and school work, leaving time and space for leisure activities and socialising.</p>
<p>Watching television can be detrimental for high school achievement but having frequent breaks involving moderate to vigorous physical activity, like playing sport, walking or running, ideally for <a href="http://www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-act-guidelines#apa1317">60 minutes a day</a>, <a href="http://psycnet.apa.org/psycinfo/2001-01104-002">can reduce stress</a> and <a href="http://www.ijbnpa.org/content/5/1/10/">foster academic performance</a>.</p>
<p>Alternatively, listening to relaxing music after tests <a href="http://jmt.oxfordjournals.org/content/38/4/254.short">has been shown to</a> decrease stress-related symptoms such as heart rate and blood pressure.
Listening to music can have some benefits on spatial-temporal reasoning, but <a href="http://www.behavioralandbrainfunctions.com/content/6/1/3#B47">how it influences verbal learning</a> is still in dispute.</p>
<h2>Advice for parents: be there</h2>
<p>What’s most important for students is the feeling that they have their parents and teachers next to them to support them emotionally. During exam periods <a href="http://www.amsciepub.com/doi/abs/10.2466/pr0.1967.20.3.97">students might experience</a> thoughts of failure, a sense of inefficacy or helplessness, and a wish to escape the test situation. <a href="http://www.sciencedirect.com/science/article/pii/S0149763413000389">Stressed teens are also at risk</a> of increased blood pressure, heart rate and respiratory rate.</p>
<p><a href="http://link.springer.com/article/10.1023/A:1005160717081">Other signs of high levels</a> of stress or anxiety are aggressive impulses, headaches, stomach aches, insomnia, changes in appetite and dizziness. When parents/teachers identify signs of stress in their children/students, they need to calm them down - which includes emphasising the positive consequences of the work they are doing.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/59747/original/krc5hv3t-1411435685.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/59747/original/krc5hv3t-1411435685.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/59747/original/krc5hv3t-1411435685.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/59747/original/krc5hv3t-1411435685.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/59747/original/krc5hv3t-1411435685.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/59747/original/krc5hv3t-1411435685.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/59747/original/krc5hv3t-1411435685.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Parents have an important role to play in supporting their kids.</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=166481948&size=medium&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMTQ2NDQ0MiwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMTY2NDgxOTQ4IiwicCI6InYxfDEwMTI3NTg4fDE2NjQ4MTk0OCIsImsiOiJwaG90by8xNjY0ODE5NDgvbWVkaXVtLmpwZyIsIm0iOiIxIiwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCJWODk2dURlZHZ0RkZOUzBlelFVWEtZb3VrVDgiXQ%2Fshutterstock_166481948.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=ETQdc-7fuR3wH_jX9fieiw-1-94">Shutterstock</a></span>
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<p>In some cases, anxiety may be caused by expectations that students have of themselves: due to comparisons with their peers and expectations that others have of them - including their parents. Parents should try to discuss these issues with their kids. Confirm that they should be motivated and try to do their best, but if something goes wrong or doesn’t work, together you will find different options for following their desired future career path. </p>
<h2>Advice for teachers</h2>
<p>Teachers’ support is fundamental for students’ success. It is important for students to feel free and comfortable asking questions. Teachers can help their students with “informal” tests throughout the year in which they summarise the essential information. </p>
<p>Testing cannot only be used to evaluate learning, but also to improve learning. Teachers can stimulate students to engage in practice testing activities, such as completing practice questions at the end of textbook chapters. </p>
<p>In contrast to conventional high-stakes testing, this type of low-stakes or no-stakes formative testing activity has been shown to be an effective means to <a href="http://www.sciencedirect.com/science/article/pii/S1364661310002081">improve learning</a>, familiarise students with testing situations, reduce anxiety and achieve better performance on high-stakes exams. Frequent and repeated testing will help students <a href="http://pss.sagepub.com/content/17/3/249.short">retain more information</a> and help teachers get an idea of each student’s performance.</p>
<p>It is essential that teachers provide their students with positive corrective feedback such as individual advice on strengths, weaknesses and errors. Last but not least, teachers should advise students to use effective strategies to release their stress and focus on the tests, such as <a href="http://www.sciencemag.org/content/331/6014/211.short">writing down their anxiety-related thoughts</a> before the test, <a href="http://onlinelibrary.wiley.com/doi/10.1002/acp.3058/abstract?deniedAccessCustomisedMessage=&userIsAuthenticated=false">skimming the test problems</a> before the start of the test to activate the required knowledge for the test problems, and <a href="http://link.springer.com/article/10.3758/s13421-011-0098-8">closing their eyes</a> when thinking about a complex problem to minimise distraction.</p>
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<p>This is part of The Conversation’s <a href="https://theconversation.com/au/topics/exam-guide">Exam Guide</a>.</p><img src="https://counter.theconversation.com/content/31553/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Final exams are a nightmare for most year 12 students, but crucial given they are decisive in getting into university. The period of preparation can be painful and hard. Students spend many hours studying…Fred Paas, University of WollongongMyrto-Foteini Mavilidi, University of WollongongLicensed as Creative Commons – attribution, no derivatives.